Newman Robyn M, McGregor Karla K
Department of Speech Pathology and Audiology, 121C Wendell Johnson Speech and Hearing Center, The University of Iowa, Iowa City, IA 52242-1012, USA.
J Speech Lang Hear Res. 2006 Oct;49(5):1022-36. doi: 10.1044/1092-4388(2006/073).
To examine the functional impact of specific language impairment (SLI). Specific goals were to determine whether (a) subjective ratings of narrative quality differentiate children with SLI from their normally developing (ND) age-mates, (b) laypersons and teachers differ in their ratings of narrative quality, (c) objective measures confirm previously reported problems in narration among children with SLI, and (d) objective measures of narrative structure and quality ratings relate.
Twenty-seven laypersons and 21 teachers used interval scaling to rate the quality of narratives produced by 20 5-7-year-olds, 10 with SLI and 10 ND age-mates. The narratives were also analyzed objectively for fluency, length, sentence-level syntax, and story grammar and themes.
Subjective ratings differentiated the SLI and ND groups with 70% nonoverlap. No differences were observed between the laypersons' and teachers' numeric ratings; however, laypersons reported that they paid more attention to the "sparkle" or charm of the narratives. Objective measures of story length, grammaticality, and thematic development differentiated SLI and ND groups. Mean length of C-unit and number of thematic units positively predicted quality ratings. Clinical implications Intervention efforts aimed specifically at improving the quality of these children's oral narration may focus on increasing length, grammatical accuracy, and story development. Future clinical and research efforts aimed at addressing the broader functional impact of SLI are also critical given that the manifestations of SLI are noticeable to both teachers and laypersons.
研究特定语言障碍（SLI）的功能影响。具体目标是确定：（a）叙事质量的主观评分能否区分患有SLI的儿童与其发育正常（ND）的同龄人；（b）外行人与教师对叙事质量的评分是否存在差异；（c）客观测量方法能否证实先前报道的患有SLI的儿童在叙事方面存在的问题；（d）叙事结构的客观测量方法与质量评分之间是否相关。
27名外行人与21名教师采用区间量表对20名5至7岁儿童所讲述故事的质量进行评分，其中10名患有SLI，10名发育正常。同时，对这些故事进行客观分析，包括流畅性、长度、句子层面的句法、故事语法和主题。
主观评分能够区分SLI组和ND组，两组的非重叠率为70%。在外行人与教师的数字评分中未观察到差异；然而，外行人表示他们更关注故事的“闪光点”或魅力。故事长度、语法正确性和主题发展的客观测量方法能够区分SLI组和ND组。C单位的平均长度和主题单位的数量对质量评分有正向预测作用。临床意义专门旨在提高这些儿童口头叙事质量的干预措施可能侧重于增加长度、语法准确性和故事发展。鉴于SLI的表现对教师和外行人来说都很明显，未来旨在解决SLI更广泛功能影响问题的临床和研究工作也至关重要。
